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APPENDIX E
SPECIAL SCIENCE PROGRAMS AND SCHOOLS
Some Specialized Public High Schools and Magnet High Schools of
Science and Mathematics
Illinois
Whitney M. Young Magnet High School, Chicago
Maryland
Baltimore Polytechnic Institute, Baltimore
Eleanor Roosevelt High School, Greenbelt
Montgomery Blair High School, Silver Spring
Oxon Hill High School, Oxon Hill
New York
Bronx High School of Science, New York
Brooklyn Technical High School, New York
Stuyvesant High School, New York
Pennsylvania
Central High School of Philadelphia, Philadelphia
George Washington High School of Engineering and Science, Philadelphia
Texas
Science Academy of Austin, Austin
Virginia
Central Virginia Governor's School for Science and Technology, Lynchburg
Thomas Jefferson High School for Science and Technology, Alexandria
State-Sponsored Residential Schools of Science and Mathematics
The Illinois Science and Mathematics Academy (IMSA) was founded in
1986. It accepts students after their freshman year. One of its goals is "to serve
as a laboratory for the development of testing, and dissemination of innovative
techniques in mathematics, science and the humanities which can become a
resource for secondary school teachers in Illinois and the nation." IMSA is in
residential Aurora, Ill., along the high-technology corridor that includes Fermi
National Accelerator Laboratory, Amoco, NALCO, AT&T Bell Laboratories,
Argonne National Laboratory, and many other research laboratories.
The Louisiana School for Science, Mathematics and the Arts admitted
its first class in 1983. As an extension of the public-school system, it offers
a specialized program for juniors and seniors on the campus of Northwestern
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APPENDIX E
University in Natchitoches, La. The school also serves as a resource center for
inservice training and research or education of gifted and talented students.
The Mississippi School for Math and Science, in its second year, is in
Columbus, Miss., on the campus of Mississippi University for Women. The
purpose of the school "shall be to educate the gifted and talented students of
the state." Students are admitted after their sophomore year; the application
process is competitive.
The North Carolina School for Science and Mathematics was opened
in 1980 as the nation's first public, residential high school for students with
special aptitude and interest in science and mathematics. Students are accepted
after their sophomore year. A recent survey found that 80% of its graduates
went on to science and engineering majors in college, and two-thirds of its
graduates have elected to go to college in North Carolina. It is in Durham, in
the Research Triangle area.
The South Carolina Governor's School for Science and Mathematics
is in its third year. It is housed in a rural setting on the campus of Coker
College, in Hartsville, S.C. It is a 2-year institution that draws students from
large and small high schools throughout the state. The school's goal is "to teach
the students how to think, analyze and synthesize information and understand
the complexities of problem solving in any discipline." The school plans to
become involved in inservice teacher training by sponsoring summer institutes.
The Texas Academy of Science and Mathematics, housed at the Univer-
sity of North Texas, is in its second year. It offers an early-admission program
that allows students who are particularly talented in science and mathematics to
take their last 2 years of high school and first 2 years of college concurrently
in residence on a college campus.
Local and Regional Science and Technology Centers
Roanoke Valley Governor's School, Roanoke, Va., opened in August
1985. The Governor's School serves eight school districts and 15 high schools.
It offers a 3-year science and mathematics curriculum that provides accelerated
opportunities for highly motivated secondary-school students.
The New Horizons Governor's School for Science and Technology,
Hampton, Va., students attend classes at both New Horizons and their home
school. Students also serve a mentorship in a professional or research setting
as an after-school or weekend activity.
The Kalamazoo Area Mathematics and Science Center, Kalamazoo,
Mich., was conceived in 1981 by the Upjohn Company and developed with
cooperation of the schools of the greater Kalamazoo area. The center opened
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APPENDIX E
135
its doors in 1986. In 1989, it had a 4-year program with 400 students. The
center is under control of the schools, but draws on the resources and counsel
of private industry. Students spend half-days at the center, and return to home
schools for the remainder of the day. The goal is to plan and deliver professional
development programs for mathematics and science educators, in concert with
area scientists.
Additional Science and Technology Enhancement Programs
Teacher Enhancement:
Ball State University, Indiana. A 4-week workshop in human genetics,
sponsored by the National Science Foundation (NSF), couples information about
content with strategies for teaching new materials. It has been oversubscribed
for years, and it has fulfilled one of the prime objectives of earlier NSF-
sponsored summer institutes: promoting a feeling of community among biology
teachers.
DNA Literacy Program, Cold Spring Harbor Laboratory. The DNA
Learning Center has developed a curriculum that centers around nine exper-
iments culminating in the analysis of recombinant DNA. Teachers participate
in a 5-day summer workshop, with a weekend followup during the winter,
designed to help instructors to set up laboratory programs in their own schools.
The center, in Cold Spring Harbor, N.Y., provides an interactive environment
for students, teachers, and the public. Middle-school and high-school students
also participate in laboratory activities at the center during the school year.
Howard Hughes Medical Institute (HHMI). As part of the outreach pro-
gram of its undergraduate initiative, HHMI has given grants to 44 undergraduate
institutions to improve the quality of curricula and teaching of high-school biol-
ogy and related sciences. The 44 institutions are to "offer an array of academic
training programs in science and mathematics for teachers and students at the
junior, high school, and junior college levels."
Lawrence Livermore Laboratory. This federally funded facility in Oak-
land, Calif., offers a program to address shortcomings of science instruction at
the elementary level and the underrepresentation of minority groups in technical
fields. Each summer, scientists offer lesson workshops for teachers. Key ele-
ments include instruction by laboratory scientists, engineers, and technologists;
instruction in lesson-plan preparation; and experiments with inexpensive ma-
terials that demonstrate basic scientific concepts. For many elementary-school
teachers, this is the first exposure to physics or chemistry. The program strives
to reduce teacher anxiety about discussing physics, chemistry, and other topics
with their students. The laboratory is developing mathematics and science ma-
terials to be used by the National Urban Coalition in its Say YES to Youngsters
program.
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APPENDIX E
North Carolina Biotechnology Center, Research Triangle Park. This
center is a state-funded, nonprofit corporation that promotes biotechnology
research, business, and public awareness. Its biotechnology education project
aims to increase the number of students receiving biotechnology education and
to improve the quality of that education through a sustained effort to update a
significant portion of the state's biology teachers about the science, applications,
and issues of biotechnology. The center promotes teacher workshops, develops
teaching materials, and provides teacher and student support services.
University of California Science and Health Education Partnership.
Researchers at the University of California, San Francisco (UCSF) are paired
with San Francisco Unified School District science teachers. UCSF researchers
donate scientific and administrative equipment, update teachers on recent ad-
vances relevant to their curricula, provide technical advice, promote laboratory
tours, and support an annual student science teaching contest. The partnership
was founded in 1987 and is supported by grants from a variety of private
foundations and most recently also from the U.S. Department of Education.
Student Enhancement:
Project WILD. This project is sponsored principally by state wildlife agen-
cies and state departments of education as an interdisciplinary, supplementary
environmental and conservation education program emphasizing wildlife. The
project is based on the premise that young people and their teachers have a
vital interest in learning about the earth. The goal of Project WILD is to assist
learners of any age "to develop awareness, knowledge, skills, and commitment
which will result in informed decisions, responsible behavior, and constructive
actions . . . for wildlife and the environment upon which all life depends."
Twenty-seven states sponsor the program. Activities have been developed for
both elementary-school and secondary-school students.
Representative terms from entire chapter:
biology teachers
